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Conceptualizing the Roles of Mentor Teachers During Student Teaching.

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Title: Conceptualizing the Roles of Mentor Teachers During Student Teaching.
Authors: Butler, Brandon M.1 bmbutler@odu.edu, Cuenca, Alexander2
Source: Action in Teacher Education (Association of Teacher Educators). Winter2012, Vol. 34 Issue 4, p296-308. 13p.
Subject Terms: *Mentoring in education, *Student teachers, *Mentors, *Teacher education, Mentoring
Abstract: The field-based mentoring of student teachers is often an idiosyncratic and nuanced practice in which mentors' conceptualizations of their interactions with student teachers are generated through personal experiences with teacher education. If teacher educators and programs are to strengthen the tie between campus and field-based teacher education, in effect bridging the perceived disconnect of campus-based learning and the "realities" of the classroom, acknowledging these divergent perspectives is a first step in providing transformative learning experiences for student teachers. To that end, in this article the authors use recent empirical research into the school-based mentoring of student teachers to describe three conceptions of mentor teacher roles and responsibilities. Centered in the notion that mentoring is often a socially constructed practice, these roles include a consideration of the mentor teacher as (1) instructional coach, (2) emotional support system, and (3) socializing agent. Through a discussion of these conceptions, the hope is to further the conversation about ways to provide a common language between university and field-based teacher educators. [ABSTRACT FROM AUTHOR]
Copyright of Action in Teacher Education (Association of Teacher Educators) is the property of Association of Teacher Educators and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: Conceptualizing the Roles of Mentor Teachers During Student Teaching.
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  Data: <searchLink fieldCode="JN" term="%22Action+in+Teacher+Education+%28Association+of+Teacher+Educators%29%22">Action in Teacher Education (Association of Teacher Educators)</searchLink>. Winter2012, Vol. 34 Issue 4, p296-308. 13p.
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  Data: The field-based mentoring of student teachers is often an idiosyncratic and nuanced practice in which mentors' conceptualizations of their interactions with student teachers are generated through personal experiences with teacher education. If teacher educators and programs are to strengthen the tie between campus and field-based teacher education, in effect bridging the perceived disconnect of campus-based learning and the "realities" of the classroom, acknowledging these divergent perspectives is a first step in providing transformative learning experiences for student teachers. To that end, in this article the authors use recent empirical research into the school-based mentoring of student teachers to describe three conceptions of mentor teacher roles and responsibilities. Centered in the notion that mentoring is often a socially constructed practice, these roles include a consideration of the mentor teacher as (1) instructional coach, (2) emotional support system, and (3) socializing agent. Through a discussion of these conceptions, the hope is to further the conversation about ways to provide a common language between university and field-based teacher educators. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Action in Teacher Education (Association of Teacher Educators) is the property of Association of Teacher Educators and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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